Oedipus+the+King

Topic
toc // Oedipus the King by Sophocles //

ESSENTIAL QUESTIONS: How do your decisions/actions change your life? and How does reading about the struggles and triumphs of others impact us?

Common Core Standards

 * RL.9-10.1.** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * RL.9-10.2.** Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 * RL.9-10.3.** Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
 * RL.9-10.4.** Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
 * W.9-10.2.**Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
 * SL.9-10.1.** Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
 * SL.9-10.4.** Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
 * SL.9-10.6.** Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Suggested Student Objectives

 * Identify and explain the elements of drama in general, and in Greek drama in particular
 * Explain the structure of the plot(s) and describe the dramatic techniques the playwright uses to advance them
 * Trace the development of major and minor characters and explain how characterization advances the plot or theme
 * Gain an insight into Greek tragedy and such concepts such as fate, hubris, and (dramatic) irony.
 * Recognize the Greeks' concern with fate, self-determination and the role of gods and oracles in everyday life.

Suggested Additional Readings
__For compare/contrast essay assessment__: //Macbeth// by William Shakespeare //Harry Potter and the Order of the Phoenix// by J.K. Rowling //Willow// by Julia Hoban //Cut// by Patricia McCormack //Dr. Faustus// by Christopher Marlowe "Whale Rider" (2002, dir. by Niki Caro, pg 13) "The Sixth Sense" (1999, dir. M. Night Shymalan pg 13)

Vincent Van Gogh Self-Portrait with bandaged ear Suicide of Dorothy Hale by Frida Kahlo Oedipus and the Sphinx, Gustave Moreau, 1864
 * Art:**

Resource Links
Oedipus on Bookrags Oedipus on "Shmoop" Oedipus on Web English Teacher Oedipus on PBS Oedipus on TEWT(Teaching English With Technology) [|"Jocasta" (Ruth Eisenberg) - the story from Jocasta's point of view] [|Unraveling the Riddle of //Oedipus// Study Guide]

Activities
**Artistic Connection:** Critics have argued that Oedipus’s self-mutilation is the result of shame, guilt, or despair over Jocasta’s suicide. Introduce students to the controversial theme of self-mutilation or self-destruction through the self-portrait of Vincent Van Gogh with a bandaged ear. Discuss Van Gogh’s self-mutilation and ask students to journal: 1. What might motivate a person to commit such an act? 2. Are there any contemporary examples of this controversial practice? Research the following news articles:
 * Bethany Storro (Sept. 2010)
 * Tanisha Williams (Dec. 2011)
 * Aldo Bianchini - modern day Oedipus (Oct. 2011)


 * Gallery Walk:** In this cooperative learning activity, divide students into groups of four or five. Assign each group one of the major themes that have been addressed throughout the reading of Oedipus the King, such as fate vs free will, vision and blindness, ambition, self-mutiliation and the role of women. In front of large sheets of paper pre-labeled with the name of a theme and posted around the room, groups meet to brainstorm and write down textual evidence and commentary that illustrates their particular theme. When the teacher says, “continue your walk,” students move to the next base and read what the previous groups have written before adding their own commentary. The gallery walk continues until the groups have seen and contributed to all posters and return to their original place.


 * Four Corners** is a kinesthetic strategy for practicing point-of-view and argumentation techniques. Assign each corner of the classroom a different opinion, topic, or answer to a question. For example, one corner might be assigned, “Oedipus is a victim of fate.” Other corners may assert, “Oedipus has himself to blame,” “Oedipus and the gods are equally at fault,” and “I am undecided.” Present the topic or question to the students, allowing them time to choose and move to a corner that matches their opinions. Allow groups to talk amongst themselves to generate support for their opinion and prompt them to give a summary statement. Now allow students to change corners after hearing each other’s explanations. Students should explain why they moved.

Assessments
1. **Extended Reading:** Ask students to read one short story or poem, one play or novel, or view a film that depicts the role of ambition in a hero’s demise or redemption. Students should write a compare/contrast essay discussing the similarities and differences between the character and Oedipus. Students should consider the following questions as they read/view: 1. What character traits, dramatic elements, or plot events depict the protagonist as being ambitious? 2. Does this character illustrate a moral or social code of behavior? If so, describe it. 3. What is the character’s greatest desire? 4. What ultimate price is the protagonist willing to pay to reach his/her objective? 5. Detail the outcome of the protagonist’s struggle with ambition. 6. Does the protagonist regret his/her decision? How do you know? 7. Is the protagonist ultimately redeemed or condemned for his/her choices? 2. **Thematic Analysis:** Stud ents will respond to any of the following thematic questions in essay format: 1. In Greek, the name Oedipus means “swollen foot.” How has the torture Oedipus suffered as an infant “scarred” not only his ankles, but his entire life?

2. Oedipus says no man can be hurt, “me or any man who lives in light.” Yet Tiresias accuses Oedipus, “you see and still are blind.” To what extent does Oedipus choose to be blind? Trace the theme of sight and blindness throughout the play(s). For what is sight a metaphor?

3. How is human knowledge and self determination contrasted with the knowledge of the gods and their control of human destiny? How might Oedipus’s destiny be explained as psychological determinism?

4. Is the chorus there to calm the protagonist? To represent the gods? To represent the character’s conscious? How would the play differ without the chorus? Trace and analyze the role of the chorus.

5. Does Oedipus kill his father as a result of free will or fate? Does Oedipus have choice? Explain.